Author: Takesha A. Holt-McMiller
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 107
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Book Description
Despite the significant scope and documented challenges facing veterans, few studies have addressed student veteran graduation persistence. A predictive correlation research design was used to analyze the persistence of veteran and non-veteran students in an associate degree program. In this study, community college students’ veteran status (i.e. veteran or non-veteran), enrollment status (part-time or full-time), success in remedial/developmental English (Yes/No pass), and demographic variables, such as gender (male, female, other), race (minority, non-minority), and age, were examined to determine their ability to predict persistence to graduation from associate degree programs. A logistic regression analysis was conducted to examine how persistence can be explained by the set of variables. Participants were drawn from a convenience sample at a community college in an upper-income suburb in Virginia, just outside of Washington, D.C. The primary participants were undergraduate community college students who had served in the military, transitioned into civilian life, and were completing an associate degree; and non-veteran students who completed an associate degree at the same community college. The findings demonstrated that the predictor variables did predict persistence in community college associate’s degree programs, with enrollment status being the only variable individually and positively linked to persistence. The variables investigated only predicted 18.8.% to 27.7% of the variance in persistence, additional variables, and interactions between variables needed to be further explored to understand this phenomenon fully.
Author: Priscilla Renee Burns
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0
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Book Description
This quantitative, correlational study was conducted to examine how persistence of nontraditional college students is influenced by participation in developmental education and academic support courses. The persistence rate of students, especially nontraditional students, can have a profound impact on today’s workforce and the funding of the postsecondary institution. This predictive correlational study utilized logistic regression to examine the relationship between the predictor variables (developmental mathematics, developmental reading, and academic support courses) and the criterion variable (persistence to the next academic year). The sample for each research question was comprised 100 first-year college freshman who met at least one of the seven indicators of nontraditional college students. These participants, drawn from a convenience sample, were enrolled in a 2-year community college in the southern United States. This study utilized the college’s student information system database to obtain archival demographic and enrollment data. The results of this study present many considerations for corequisite remediation transition. While analysis showed no significant relationship for developmental reading courses in combination with academic support course on persistence, a significant correlation existed between developmental math and academic support courses and persistence. This study concludes with recommendations for future research including conducting a comparative analysis study that compares persistence for nontraditional and traditional college students.
Author: William Laurance King III
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The lack of student persistence is a burgeoning issue and over the last 40 years has become a national concern among researchers, administrators, policymakers and practitioners. Given the low persistence rates of first-year students at America's community colleges, leaders are searching for useful and successful strategies that will aid in closing the gap in student attrition. Successful completion of a degree or certificate is often considered the great economic equalizer in today's society from a public and cultural perspective. The purpose of this research study was to empirically investigate the odds ratio associated with predicting persistence that exists between first-time freshmen students who lived in campus housing and those who live off-campus at a large-city community college referred to as LCCC. Specifically, the focus of this study was to determine whether living in on-campus housing, receiving needs-based federal financial aid (Pell Grant), ethnicity, gender and enrolling in one or more developmental education courses are predictors of persistence. This study was predicated on the collection of quantitative data from a large-city community college's student information system from the years 2010 through 2013. The researcher has concluded based on the data analysis of this research study the results were statistically insignificant for those students living on-campus when compared to those students living off-campus. An analysis of Ethnicity as a predictor of persistence revealed that in the short-term African-American students actually persisted at higher rates than their counterparts. However, in three of the last four semesters analyzed, African-Americans persisted at significantly lower rates than White students. Lastly, an analysis of the students who were enrolled in Developmental Education (Remedial) courses suggested that the odds are significantly lower concerning persistence versus their counterparts. However, it must be noted that both Hispanic students and those receiving needs-based financial aid (Pell) attrition was no worse than their counterparts. Based on the complex nature of both the community college student and the unique opportunity for them to live on-campus, additional data is required in order to measure and evaluate whether housing status promotes improved academic persistence. The reported research studies pertaining to community colleges and living on-campus are meager at best. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155442
Author: Nancy J. Evans
Publisher: John Wiley & Sons
ISBN: 0470557125
Category : Education
Languages : en
Pages : 616
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Book Description
The second edition of Student Development in College offers higher education professionals a clear understanding of the developmental challenges facing today's college students. Thoroughly revised and updated, this edition includes new integrative theories of student development, expanded coverage of social identity theories, a targeted focus on higher education-related research, a current review of student development research and application, and reconceptualization of typology theories as a way to understand individual differences. Praise for the Second Edition of STUDENT DEVELOPMENT IN COLLEGE "Student Development in College is a rich, comprehensive exploration of the major theoretical perspectives that inform development. The authors' attention to nuances and complexities results in a substantive history of theory development and a careful story about how various perspectives evolved yielding contemporary theorizing. The book is a masterful blend of theoretical lenses and their use in designing developmentally appropriate practice for diverse populations of contemporary college students. It is an excellent resource for all educators who work on college campuses." Marcia Baxter Magolda, Distinguished Professor, Educational Leadership, Miami University "This is an invaluable work for anyone seeking an introduction to college student development theories or those seeking to update their existing knowledge. It offers a thorough and complex review of both the foundational theories and the newer often more culturally relevant theories and models." Raechele L. Pope, program coordinator, Higher Education Program, University at Buffalo "The original book was a tremendous contribution to the field of higher education and especially student affairs. After more than ten years, this revision is a timely and focused enhancement to the literature that nurtures quality professionals to think differently about topics relevant to our field. Well done a second time around!" Gregory Roberts, executive director, ACPA College Student Educators International
Author: Amy L. Weems
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 194
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Book Description
In 2001, the Louisiana Board of Regents adopted the Louisiana Master Plan for Public Postsecondary Education: 2001 as a signal for new accountability standards in Louisiana institutions of higher education. The purpose of this study was to examine the power of the academic criteria utilized by the Master Plan to predict second year college persistence at regional public, four-year universities in Louisiana. Academic variables from the Master Plan included the study were cumulative high school GPA, ACT composite score, percentile class rank, and number of developmental courses taken in the first year of postsecondary enrollment. Demographic variables were ethnicity and gender. Data for the population of 9960 first-time full-time freshmen at regional public four-year universities in Louisiana was collected for the fall 2009 term, and enrollment status in fall 2010 term served as the dependent variable. Using zero-order correlational analysis and logistic regression methods, the researcher found that limited prediction of second year college persistence could be attributed to academic and demographic predictor variables in the study. High School GPA was the only significant academic predictor of second year college persistence. Evidence also suggested that log odds for persistence into the second year of college were higher for Black students than White counterparts when other variables in the model were held constant. Finally, high school GPA was more predictive of college persistence for females than for males. -Author
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Terezia A. Dean
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author's abstract: While the field of female military-affiliated student-specific research is growing, understanding the compounding challenges of these dynamic students through their different identities is necessary to support them in their academic endeavors. This quantitative study examined the relationship between academic integration and college persistence for female military-affiliated students at a four-year research institution. This study intended to understand the relationship between pre-entry attributes of female military-affiliated students and the likelihood of stop out and dropout. Having data from a diverse population of ages, branches, and ethnicities paints a picture detailing the many pre-entry attributes than can decrease the likelihood of persistence. Using Tinto’s (1993) Institutional Departure Model as the foundation for this study, predictors of academic coaching and tutoring influence of academic integration factors were identified, and pre-entry attributes influencing college persistence emerged. Findings from this study can inform faculty, staff, and administrators about the factors affecting stop out and dropout of this growing and underserved population and how to increase the likelihood of college completion.
Author: Paul C. Cozby
Publisher: WCB/McGraw-Hill
ISBN:
Category : Psychology
Languages : en
Pages : 300
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Book Description
For undergradute social science majors. A textbook on the interpretation and use of research. Annotation copyright Book News, Inc. Portland, Or.
Author: Mary Blumenberg Reaves
Publisher:
ISBN: 9781369139600
Category : Community college students
Languages : en
Pages : 265
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Book Description
The purpose of this study was to examine the completion, persistence, and academic performance of a cohort of developmental education students at a local community college as defined by specific outcomes, demonstrated by existing student data, over a period of ten years. The study targeted first-time, full-time entering students identified with academic skill deficiencies in reading, writing, and mathematics as evidenced by the student's individual scores on placement tests. This longitudinal ex post facto study focused on first-time, full-time entering freshmen extraordinarily academically underprepared. The study measured and compared the students' completion of a degree or certificate, persistence, and academic performance focusing on time to completion and academic success. This longitudinal ex post facto study measured the students' persistence, academic performance, and completion of a degree or certificate over a period of ten years, from 2003-2013. The combination of two theoretical models was used as the framework for this study: developmental theory and behavioral theory. This research study used descriptive statistics with frequency distributions and cross-tabulations to provide a profile of the participants and to examine relationships.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309452961
Category : Medical
Languages : en
Pages : 583
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Book Description
In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
